{"id":60985,"date":"2022-01-05T16:28:29","date_gmt":"2022-01-05T21:28:29","guid":{"rendered":"https:\/\/world.edu\/?p=60985"},"modified":"2022-01-05T16:28:29","modified_gmt":"2022-01-05T21:28:29","slug":"what-ethical-principles-should-be-respected-to-be-a-good-teacher","status":"publish","type":"post","link":"https:\/\/world.edu\/what-ethical-principles-should-be-respected-to-be-a-good-teacher\/","title":{"rendered":"What ethical principles should be respected to be a good teacher?"},"content":{"rendered":"

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\nWhat exactly is being a good teacher?\u00a0It is first of all, of course, to master the discipline that one teaches, and to know how to transmit the knowledge which composes it – this aptitude to stage and in riddles the knowledge being what one calls “the didactic expertise. “.<\/span><\/p>\n

But, beyond these skills, it is also a question of attitude.\u00a0It is about behaving in a respectful and attentive manner towards others.\u00a0That is to say, to be attentive to the fragility and the difficulties of the pupil, respectful of his rights and his prerogatives.<\/span><\/p>\n

Here we are in the field of\u00a0<\/span>ethics<\/span><\/a>\u00a0, an issue which is indeed at the heart of teaching professionalism.\u00a0In the teacher training institutes, the\u00a0<\/span>INSPE<\/span><\/a>\u00a0, modules have been devoted for several years to this facet of the profession.\u00a0But how do you concretely define\u00a0<\/span>\u201cethical\u201d conduct<\/span><\/a>\u00a0\u00a0?<\/span><\/p>\n

The importance of justice<\/strong><\/h4>\n

It is less the tradition, which has long praised the severe but fair master, than the permanent questions of the students who invite us to make justice the first virtue.<\/span><\/p>\n

Am I rated as I deserve?\u00a0Why would I participate in collective punishment if I haven’t done anything?\u00a0Was I at a disadvantage compared to my classmate when giving a presentation?\u00a0Will a selection on file be as impartial as an examination?\u00a0The objects of questioning vary according to age, but, whatever the level of education, this question of justice is recurrent.<\/span><\/p>\n

It must be viewed from two distinct perspectives.\u00a0On the one hand, the teacher relates to the pupil as a subject of rights.\u00a0It respects the official texts, thus giving the assurance to the pupils that all will be treated in the same way, in the respect of their prerogatives, even when they will be sanctioned.<\/span><\/p>\n

On the other hand, it is also aimed at learning subjects who, this time apprehended from the angle of their abilities, appear to be very different from each other.\u00a0They don’t have the same motivations or the same desire to succeed, they haven’t had the same help or the same support.\u00a0This difference, which is sometimes called “social and epistemic relation to knowledge”, the school could not be indifferent to it.<\/span><\/p>\n

Having to support students who do not start life with the same opportunities, the just teacher also knows how to bring the dialectic of equality and inequality to life.\u00a0Equality in the expectations and goals set for the whole class;\u00a0but inequality in the supports and props.\u00a0To give all students the opportunity to achieve the targeted skills, the teacher must personalize their support.<\/span><\/p>\n

He will give more attention to one in such a situation, more explanations to the other in such other case.\u00a0There is therefore inequality in the support in the name of learning difficulties, certainly contingent, but very real.\u00a0The teacher must know how to be as close as possible to certain students;\u00a0know how to follow them, advise them, guide them to keep them under study.<\/span><\/p>\n

An ethical presence<\/strong><\/h4>\n

Important as it is, the virtue of justice requires the company of\u00a0<\/span>two other virtues<\/span><\/a>\u00a0– benevolence and tact – in order to speak of an ethical presence of the teacher.<\/span>
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